ERIC Number: ED255878
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Classroom Strategies for Secondary Reading. Second Edition.
Harker, W. John, Ed.
Intended for secondary school content area teachers, this book provides a sequence of steps through which classroom content area reading programs can be developed. The chapters discuss the following: (l) four methods of diagnosis for content area reading; (2) a procedure for assessing the richness of retellings; (3) approaches to content area reading instruction; (4) whether content area reading teaches content area learning; (5) readiness to read content area assignments; (6) individualizing reading assignments; (7) selecting instructional materials for content area reading; (8) clarifications, validity, and extension to level 17 of Fry's Readability Graph; (9) some readability cautions for the content area teacher; (l0) merging reading skills with content area objectives; (11) vocabulary strategies; (12) text organization pattern guides; (13) precis writing for promoting vocabulary development; (14) skimming and critical reading; (15) graphical literacy; (16) committees for developing a secondary reading program; (17) a junior high study skills unit; (18) reading skills through social studies content and student involvement; (19) differentiating behavioral objectives and behavioral processes; and (20) functional reading in competency programs. (HTH)
Descriptors: Content Area Reading, Instructional Materials, Program Development, Readability, Reading Comprehension, Reading Diagnosis, Reading Instruction, Reading Programs, Reading Strategies, Secondary Education, Skill Development, Study Skills, Teaching Methods
International Reading Association, 800 Barksdale Rd., Box 8139, Newark, DE 19714 (Book No. 605, $4.50 member, $6.50 nonmember).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: International Reading Association, Newark, DE.
Identifiers: Fry Readability Formula; Text Structure
Note: For the first edition, see ED 140 266.